Research

This review summarises the outcomes of the extensive project funded by the Commonwealth Government between 2002 and 2010 that has provided extensive evidence-based research findings on the benefits of Values Education and its importance to quality teaching.

This 2008 article from Warwick University UK reports on research conducted in 2003 that demonstrates how the values of peace and non-violence contribute to the SSEHV programme, what this programme is, how it relates to the wider contexts of education—and peace education more specifically—and the sociology of religion, and provides some information about the Sathya Sai Service Organisation. It concludes that if values instilled in young people are the key to reducing violence towards, or preventing abuse of, others, the SSEHV programme may offer a way of ‘schooling’ young people in moral and responsible behaviour.

This 2011 article explores the research findings of values pedagogy, both Australian and international, and makes application to the need to re-conceive many of the assumptions and foundational theories that underpin teacher education, based on the new insights into learning, human development and student wellbeing that have resulted from these research findings.

This 2012 PhD thesis used a mixed-method to explore the beliefs and perceptions of a cohort of teachers regarding the principles (cooperative learning, educare, role modelling) and pedagogies (silent sitting, prayers, storytelling and music) of HVWSHE. Beliefs about other areas such as cultural (water in religions and traditions) and contextual factors (class size, time and workload) were explored from a teacher's perspective. This study also explored the teachers’ beliefs about the impact of HVWSHE on students’ attitudes and behaviours.

This 2012 Master’s thesis research involves an empirical case study approach that explores the experiences of Laotian teachers as adult learners of the HVWSHE intervention as well as a literature study on adult education, adult learning facilitation, human values-based education, and teacher beliefs.